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Statistical analysis of a one-semester general chemistry approach for students entering the pharmacy field. Taylor Owings Marcy Towns Purdue University. Goal.
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Statistical analysis of a one-semester general chemistry approach for students entering the pharmacy field Taylor Owings Marcy Towns Purdue University
Goal • The goal of this research was to evaluate the newly introduced CHM 109 on its effectiveness for preparing students for organic chemistry
Introduction • Change in the MCAT encourages more biochemistry for premedical and pre-pharmacy students • AAMC mandated • Recommendation for a 1-2-1 format, with inclusion of Biochemistry in place of a second semester of general chemistry • CHM 109 implemented at Purdue to accommodate the one semester general chemistry requirement • 5 credit hours, 3 lectures a week
Background on the CHM 109 course • 5 credit hour course • Created to replace the 2 semester equivalent (CHM 115 and CHM 116) • Designed to be part of new 1-2-1 chemistry series for students • 1 general chemistry course CHM 109 • 2 organic courses (MCMP (Medicinal Chemistry & Molecular Pharmacology) 204-205) • 1 biochemistry course
Participants • Students enrolled in MCMP 204/205 from fall 2002 - fall 2011 • Classified by year enrolled in MCMP 204 • Information collected on all chemistry classes students had enrolled in
Data collection • Data collected included • Demographic information • SAT/ACT scores • Grades in all Purdue chemistry courses
Research question • How do students enrolled in MCMP 204/205 perform in organic chemistry based on prior enrollment in CHM 109 and CHM 115-116?
Statistical analysis • Analysis to determine if comparisons can be made between student groups • Analysis to determine if students course outcomes in MCMP 204/205 varied based on prior enrollment in CHM 115-116 or CHM 109
Explaining differences Significant difference Practical difference • Difference is determined by significance test • ANOVA, t-test, etc… • Answers the question “are they different” • Degrees of freedom included in equation • Different tests that accompany significance tests • Cohen’s d, eta squared, etc… • Looks at how different values are • Small, medium, or large • Answers the question “Does the difference matter” • Degrees of freedom not included in equation
Preliminary standardized test scores Effect Size: Small ~ .01, Medium ~ .06, Large ~ .14 All listed standardized test scores were significantly different (p <.001)
Demographics analysis of chemistry GPA Effect size: Small ~ .01, Medium ~ .06, Large ~ .14 Significant difference: p < .05
Average course grades CHM 109 data is from 2010-2011 CHM 115/116 data is from 2002-2011 Effect size: Small ~ .01, Medium ~ .06, Large ~ .14 All courses had a significant difference (p <.001)
Student performance in MCMP 204 Effect size: Small = .1, Medium = .25, Large = .4 Significant difference: p < .05
Student performance in MCMP 205 Effect size: Small = .1, Medium = .25, Large = .4 Significant difference: p < .05
Conclusion • Analysis demonstrates no significant or practical differences exist in performance in MCMP 204/205 based upon general chemistry preparation in CHM 109 and CHM 115/116. • Thus, the new course sequence (one semester general chemistry) supports student success in Purdue’s pre-pharmacy curriculum.
Implications • Demonstrates efficacy of one semester gen chemistry course in pre-medical and pre-pharmacy curriculum • Research finding provide research based support for curriculum augmentation
Acknowledgements • HHMI Nexus team at Purdue • Dr. Marc Loudon • Dr. Chris Hrycyna • Research and assessment grant 2011 • Towns research group • Dr. Marcy Towns
CHM 109 Other demographics were unavailable for a significant portion of population
